Relevant bibliographies by topics / Radcliffe College. Class of 1993

Academic literature on the topic 'Radcliffe College. Class of 1993'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1993"

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Stewart, Abigail J., and Joan M. Ostrove. "Social Class, Social Change, and Gender." Psychology of Women Quarterly 17, no. 4 (December 1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.

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This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.
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لطيف جبار, امجد, and رنا مظهر دخيل. "The Narrator's Search for Her Own Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 124 (September 15, 2018): 49–58. http://dx.doi.org/10.31973/aj.v1i124.113.

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Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College. Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998). Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia. This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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Maudher Dakheel, Rana, and Amjed Lateef Jabbar. "The Narrator's Search for her Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 127 (December 5, 2018): 1–12. http://dx.doi.org/10.31973/aj.v1i127.196.

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Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College. Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998). Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia. This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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4

Barratt, Will. "Review of Working-Class Students at Radcliffe College, 1940-1970: The Intersection of Gender, Social Class, and Historical Context." Journal of Student Affairs Research and Practice 47, no. 1 (January 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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Carrie A. Kortegast and Florence A. Hamrick. "Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Contexts (review)." Review of Higher Education 33, no. 3 (2010): 422–23. http://dx.doi.org/10.1353/rhe.0.0136.

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Redmond, Jennifer. "Working class students at Radcliffe College, 1940–1970: the intersection of gender, social class, and historical context, by Jennifer O’Connor Duffy." Gender and Education 22, no. 6 (November 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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7

Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." PMLA/Publications of the Modern Language Association of America 116, no. 2 (March 2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.

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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." Publications of the Modern Language Association of America 116, no. 2 (March 2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.

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Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
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9

Wong, Tyler, Shireen Mohamdjawad, Ruth Castillo, and Brittany Kester. "Personality Factors and Their Influence on Student Engagement Amid the COVID-19 Pandemic." Psi Beta Research Journal 2, no. 1 (November 15, 2022): 44–48. http://dx.doi.org/10.54581/gkqj9097.

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Classic research conducted by Terenzini & Pascarella (1991) and Tinto (1993) concluded that college students learn more if involved in both academic and out-of-class activities. This study examined how unprecedented college campus closures during the COVID-19 pandemic impacted students’ sense of college connection. In this study, participants (N=1,409) completed an online questionnaire that measured participants' college connectedness, shyness, the Big Five (extroversion, agreeableness, openness, conscientiousness, and neuroticism), and several aspects of interpersonal communication. It was hypothesized that non-shy and extroverted students would more successfully maintain a sense of college connectedness during the pandemic than shy and introverted students. It was also hypothesized that there would be a significant drop in college connectedness scores compared to a pre-pandemic connectedness study (Psi Beta, 2011). The first hypothesis was supported as there was an inverse relationship between non-shy students and college connectedness. The second hypothesis was also supported; in comparison to the mean of college connectedness prior to COVID-19, college connectedness declined. Additional findings include no significant relationship between extraversion scores and college connectedness, and a significant correlation between honor society membership and college connectedness. Future research might explore other factors that may impact college connectedness, such as immigration status and first-generation status.
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Von Drasek, Lisa. "Writing Boxes: The Reading/Writing Connection Supporting Literacy in the Library." Children and Libraries 16, no. 1 (March 15, 2018): 8. http://dx.doi.org/10.5860/cal.16.1.8.

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In 1993, I was newly matriculated into a Master’s of Library Science program at Pratt Institute School of Information and Library Science. I was employed as a Librarian Trainee II with the Brooklyn Public Library, posted to the Park Slope Branch, in a then mixed-class neighborhood.But I had a dark secret. I couldn’t write. To be clear: the thought of college essays and research papers nauseated me. How was I going to get through graduate school? I barely made it through my undergraduate classes by creatively providing and producing alternative assessment products (anything except turning in a research paper). I was the master at avoiding addressing my writing anxiety.
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Books on the topic "Radcliffe College. Class of 1993"

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Harvard College (1780- ). Class of 1993. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1998.

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Harvard College (1780- ). Class of 1993. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1993. Fifteenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2008.

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Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. Cambridge, [Mass.]: printed for the Class, 2012.

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Harvard College (1780- ). Class of 2001. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2011.

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Harvard College (1780- ). Class of 1996. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1998. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1992. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1973. Fifteenth anniversary report. Cambridge, Mass: Office of the University Publisher, 1988.

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Harvard College (1780- ). Class of 1994. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2004.

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Book chapters on the topic "Radcliffe College. Class of 1993"

1

Mascolo, Michael F., Kurt W. Fischer,, and Jin Li. "Dynamic Development Of Component Systems Of Emotions: Pride, Shame, And Guilt In China And The United States." In Handbook of Affective Sciences, 375–408. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0020.

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Abstract Three-year-old Danny and his mother are putting together the pieces of a puzzle. Danny places a piece in its correct location. Immediately, he looks up to his mother, smiles, and says “Oh! I did it!” Looking up from her work, his mother smiles and says “You did it!” Danny claps his hands, after which his mother applauds and says, “That’s great!” (Pride exhibited by U.S. child and mother). Mother asks 3-year-old Lin to sing a song for guests. After she finishes, with smiles and exaggerated expressions, the guests say, “Wonderful! You sing nicer than my child!” Mother replies, “Haihao, she is O.K. Her voice is kind of off the tune, though. But she likes to sing.” To Lin, “You did all right, but now you need more practice. Play down your success!” (Chinese mother and guests reacting to child’s song). Reactions of college students to compliments about their class presentations in science (Chen, 1993): “Thanks. I feel good about it. I’m so glad you enjoyed it” (American students). “No. It’s not that great. I didn’t do it well. I know I bored you. I’m embarrassed” (Chinese students). These vignettes depict typical emotional reactions to accomplishment in American and Chinese children and adults. In so doing, they not only show the very different ways in which socialization agents react to children’s accomplishments in the United States and China, but they also illustrate typical developmental outcomes spawned by these practices. The third set of responses described in the vignettes demonstrate differences in the ways in which American and Chinese adults respond in the context of being praised for producing worthy outcomes. The modal response in Americans is to accept praise and even to express their own pride in their accomplishments. In contrast, the modal response to praise among Chinese individuals is modest self-effacement and embarrassment (Chen, 1993). The first two vignettes suggest ways in which American and Chinese parents socialize these disparate emotional orientations. Parents of children in the United States tend to praise their children’s accomplishments and encourage positive self-expression (Mascolo & Harkins, 1998; Stipek, 1995). In contrast, in the presence of their child, Chinese parents often make effacing remarks to others about their children’s efforts. Guests and relatives, however, generally lavish praise on the child, often effacing their own children in the process.
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